Supervising Teacher Observation Notes and Rubric - Kansas State ...

Entry 5
Student Teaching Formal Observations
Evidence/Feedback Form
Teacher Candidate: __Jenny Tally Observer: Dr. Jana Fallin______________________
School: Lee Elem. Date: 2/23/2011_______________
Grade/Subject: 2nd (2 nd group in italics) Time/Length: ___1:00__________________
CATEGORY 1: Perspectives and
Preparation
Demonstrating Knowledge of Content and
Pedagogy
Knowledge of content and structure of the discipline
Knowledge of prerequisite relationships
Knowledge of content-related pedagogy
Demonstrating Knowledge of Students
Knowledge of child and adolescent development
Knowledge of the learning process
Knowledge of students' skills, knowledge, and
language proficiency
Knowledge of students' interests and cultural
heritage
Knowledge of students' special needs
Selecting Instructional Outcomes
Value, sequence, and alignment
Clarity
Balance
Suitability for diverse students
Demonstrating Knowledge of Resources
Resources for classroom use
Resources to extend content knowledge and
pedagogy
Resources for students
Designing Coherent Instruction
Learning activities
Instructional materials, resources, and technology
Instructional groups
Lesson and unit structure
Designing Student Assessments
Congruence with instructional goals
Criteria and standards
Design of formative assessments
Use for planning
EVIDENCE
Interesting how much they know. Are you
differentiating between opera and musical? Aida
being an opera, of course.
Does Patrick have special needs? You know
their names so well. It really helps.
Good way of making the answers into a sort of
game. Nice plan.
Nice use of video.
You are teaching reading as well as musical
knowledge.
The game is also an assessment. Cool!!
Summary of Performance in Category 1
You are well prepared, and that is so wonderful! Helps you instruct more fluently.

Evidence/Feedback Form
CATEGORY 2: Learning Environment
Creating an Environment of Respect and
Rapport
Teacher interactions with students
Student interactions with other students
Establishing a Culture for Learning
Importance of content
Expectations for learning and achievement
Student pride in work
Managing Classroom Procedures
Managing instructional groups
Managing transitions
Managing materials and supplies
Performing non-instructional duties
Supervising volunteers and paraprofessionals
Managing Student Behavior
Expectations
Monitoring student behavior
Responding to student misbehavior
Organizing Physical Space
Safety and arrangement of furniture
Accessibility to learning and use of physical
resources
EVIDENCE
You obviously respect them, and they you. Nice
interactions.
Clever idea to use envelopes….creates interest.
The names in this room are interesting…Indigo,
many that I can’t spell, too!
You took over 10 minutes to get into the lesson.
That is a lot of time. Great way you say, “Hold
you card in 5-4-3-2-1.” One group did
Scissors/rock to decide on an answer. One
voted. Interesting to watch.
Good. You are keeping “a lid” on the behavior. “Sit
down.” Etc. You are watching them even when they are
watching the video. This is good. Colton likes to talk!!
The circle 2 is very quiet yet engaged. You can use them
as example. (You did this with the 1 st class.)
Clever way you got the rows into circles.
Summary of Performance in Category 2
This room has lots of learning going on. I’m glad you were here for your elem. placement. The
learning around the envelop and the contents is interesting. High interest among the learners.
You are good at saying “Raise your hand and tell me……” Some of them KNOW the right
answer. Lots of learning has occurred in your unit.

Evidence/Feedback Form
CATEGORY 3: Instruction
Communicating with Students
Expectations for learning
Directions and procedures
Explanation of content
Use of oral and written language
Using Questioning and Discussion
Techniques
Quality of questions
Discussion techniques
Student participation
Engaging Students in Learning
Activities and assignments
Grouping of students
Instructional materials and resources
Structure and pacing
Using Assessment in Instruction
Assessment criteria
Monitoring student learning
Feedback to students
Student self-assessment and monitoring of progress
Demonstrating Flexibility and
Responsiveness
Lesson adjustment
Responding to students
Persistence
EVIDENCE
Good clear instructions on the contents of the
envelope. You help them learn the information.
Good discussion about the trumpet on Aida.
They know a lot about musicals. Good start to your
lesson and unit. “Why is it Aida?” Good discussion.
I would write the parts (costumes, sets etc) on the
Board. Helps those who are more visual.
Love the hand sign that you use to show they were
going to say the word/answer/etc.
You might walk among the students some. Proximity.
I really like the use of the cards with the
discussion after. Lots of nice assessment
going on.
You had to lead them to the answer
Oklahoma. Interesting that they thought
Westside Story.
Summary of Performance in Category 3
Interesting that Aida is in Egypt, and that country has been in the news so much. Interesting
discussion on lighting that creates the mood. You do a good job of moving to the next image to
keep the pacing moving along. Good teaching.

Evidence/Feedback Form
CATEGORY 4: Professionalism
Reflecting on Teaching
Accuracy
Use in future teaching
Maintaining Accurate Records
Student completion of assignments
Student progress in learning
Non-instructional records
Communicating with Families
Information about the instructional program
Information about individual students
Engagement of families in the instructional program
EVIDENCE
I enjoy your reflections. You are learning a lot.
How is the unit going?
I know you helped with some performances.
Participating in a Professional Community
Relationships with colleagues
Involvement in a culture of professional inquiry
Service to the school
Participation in school and district projects
Growing and Developing Professionally
Enhancement of content knowledge and pedagogical
skill
Receptivity to feedback from colleagues
Service to the profession
Showing Professionalism
Integrity and ethical conduct
Service to students
Advocacy
Decision-making
Compliance with university and school regulations
Demonstrating Positive Personal Habits
Tardy/absent
Clothing
Hygiene
Very strong here. You are learning so very
much.
Strong here.
Very good here.
Summary of Performance in Category 4
If I didn’t know better, I would say your are the “real” teacher. They have lots of energy don’t
they!!
Source: Adapted from Danielson, Charlotte. (2007). Enhancing Professional Practice: A Framework for Teaching
(2nd edition). Alexandria, VA: Association for Supervision and Curriculum Development